Methodology for Teaching Future Primary School Teachers to Create Digital Resources Based on AR Technologies

Abstract

The integration of Augmented Reality (AR) technologies into teacher education holds transformative potential for enhancing pedagogical practices and student engagement. This review explores key studies highlighting AR's applications in facilitating contextual learning, promoting inclusivity, and fostering interactive and autonomous learning environments. Research by Birhanu (2017) emphasizes AR's role in fostering exploration, while Feld (2021) introduces the "Augmentix" system, which enhances teaching workflows and supports instructional delivery. Additionally, studies by Ebadi and Ashrafabadi (2022) and Vidak et al. (2023) illustrate AR's effectiveness in improving comprehension and reducing cognitive load through multimedia learning principles. Despite its advantages, the literature identifies challenges, including technological barriers, cognitive overload, and limited awareness among pre-service teachers. Addressing these gaps is crucial for equipping future primary school educators with the competencies to implement AR technologies effectively. This review underscores AR's capacity to transform teacher training methodologies and emphasizes the need for thoughtful integration to maximize its educational benefits